In residence, we believe that the learning that takes place outside of the classroom is just as valuable as what takes place inside. We are committed to helping students learn and develop their own potential to be leaders in their chosen profession, to be globally minded, and to be productive and contributing members of society.

We support their transition to university life through carefully planned and focused in-house programs and workshops. We recognize that students who have excellent leadership and communication skills, and the ability to accept differing perspectives are critical to enhancing the world around us.

We offer programs that help students focus on the world around them. Activities are centred around learning about oneself and how to make the most of your own personal skills and interests through organized community-outreach initiatives. Making students good global citizens, through a number of international aid programs and opportunities, helps to prepare students for when they chart their own course after graduation.

We recognize that students are still forming their opinions of the world when they enter university. The residence experience assists students to appreciate the wealth of diversity that exists around them and the importance of having an inclusive perspective, and to create social change toward a respectful, diverse society.

Service Learning Opportunities

Exchange Programs

Exchange programs at Western support the learning that international schooling provides, and Western welcomes students from nearly 60 universities around the world each year to its residences. For more information, please check out our Exchange Office web site.

Residence Life Education and Program Development

Residence life programming, in its simplest form, can be defined as any action taken by a residence leader for the floor or for a floor member that promotes a healthy, positive community. We follow the AMIGO approach -- Active Mentoring of Individuals and Group Organization. These efforts can be as simple as a residence staff member being available to a resident who comes to sit and talk in his/her room because they feel homesick, or launching a full issue-awareness campaign.

We reflect on Abraham Maslow's "Hierarchy of Needs" to understand that once a student's basic physical, safety and belongingness needs are met, they may turn their attention to higher-level needs, which, in the university environment, are centred around academic achievement. The following chart exemplifies this progression.